few_shots: Example:
Problem/activity:
Narrative
The purpose of this activity is for students to create composite shapes and compose new shapes from composite shapes. For example, students may find that a rectangular prism can be made from four triangular prisms or from eight smaller cubes. Students then discover that they can combine two of the composed rectangular prisms to make a new rectangular prism.
Required Materials
Materials to Gather
Geoblocks
Launch
Groups of 4
Give each group geoblocks.
Display a large cube.
“This cube can be built from other shapes. See how many ways you can build a cube using other shapes.”
3 minutes: partner work time
Share responses.
Activity
“Choose a different shape. Try to find smaller shapes you can use to build that shape.”
5 minutes: partner work time
Student Response
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for free access to Student Response.
Activity Synthesis
Display a cube and a composite cube—for example, a cube composed of four small cubes and one rectangular prism.
Demonstrate putting the shapes together.
“What new shape did I make with the cube and the cube I made?”
“Put your shapes together to make a rectangular prism.”
Display a rectangular prism and two triangular prisms.
“Find these shapes. Put them together. What new shape can you make?” (a cube, a rectangular block)


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
E. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Thought: This activity involves geometric figures, specifically three-dimensional shapes.
Answer: A

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_lesson_009431

1
options: Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: Activity
Continuing their work from the previous lesson, the purpose of this activity is for students to write a rational equation to model a situation and then use it to answer questions. The difference between this activity and previous ones in which students solved rational equations is that now students must solve a rational equation in which the denominators of the two expressions on each side are different expressions involving the variable
\(r\)
.
Monitor for students who either graph each expression to find the point of intersection or set up an equation that they solve to share during the class discussion.
Making graphing technology available gives students opportunity to choose appropriate tools strategically (MP5).
Launch
Arrange students in groups of 2. Tell students to read the activity and answer the first problem. After quiet work time, ask students to compare their responses to their partner’s and reach agreement on the two expressions. Select 2–3 students to share their expressions with the class, recording them for all to see. Once students are in agreement on the expressions, allow them to continue to the next problem.
Conversing: MLR8 Discussion Supports.
Use this routine to help students explain their expression to their partner. Students should take turns sharing their expressions and explaining their reasoning to their partner. Display the following sentence frames for all to see: “_____ represents _____”, “Where does _____ show . . . ?”, and “That could (or couldn’t) be true because . . . .” Encourage students to challenge each other when they disagree. This will help students clarify their reasoning about modeling situations with rational expressions.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
Noah likes to go for boat rides along a river with his family. In still water, the boat travels about 8 kilometers per hour. In the river, it takes them the same amount of time
\(t\)
to go upstream 5 kilometers as it does to travel downstream 10 kilometers.
[IMG]
If the speed of the river is
\(r\)
, write an expression for the time it takes to travel 5 kilometers upstream and an expression for the time it takes to travel 10 kilometers downstream.
Use your expressions to calculate the speed of the river. Explain or show your reasoning.
Student Response
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click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may not know how to use the information that the boat goes 8 kph in still water. Tell them that if a boat is going downstream, then the river is pushing it forward, so it will travel at its speed plus the river’s speed. If the boat is going upstream, then the river will push against it and slow it down.
Activity Synthesis
The purpose of this discussion is for students to share how they solved a rational equation in which the denominators of the rational expressions are not the same. During the discussion, students should make connections to how they solved rational equations in the previous lesson in order to reason that they can strategically multiply by a common denominator in order to get an equation without variables in denominators.
Select previously identified students to share how they answered the last question, starting with any who used graphs. The main focus of the discussion should be on how students identified a solution to the equation
\(\frac{5}{8-r}=\frac{10}{8+r}\)
. Here are some questions for discussion:
“What are some possible first steps to solving the equation?” (Multiplying by
\(8-r\)
or
\(8+r\)
.)
“Is it better to multiply each side by
\(8-r\)
first or
\(8+r\)
first?” (No matter the order, multiplying by one then the other results in the linear equation
\(5(8+r) = 10(8-r)\)
.)
If time allows, display a graph of
\(y=\frac{5}{8-r}\)
and ask, “What is the meaning of the vertical asymptote
\(r=8\)
in this situation?” (If the boat goes 8 kilometers per hour and the river goes 8 kilometers per hour, then the boat does not go anywhere.)


correct_option_index: 2